The International Research Foundation for English Language Education LANGUAGE CLASSROOM RESEARCH: SELECTED REFERENCES (last updated 25 July 2011) Allen, P. J., Fröhlich, M., & Spada, N. (1984). The communicative orientation of second language teaching. In J. Handscombe, R. Orem, & B. Taylor (Eds.), On TESOL ’83: The question of control (pp. 231–252). Washington, DC: TESOL. Allwright, D. (1983). Classroom-centered research on language teaching and learning: A brief historical overview. TESOL Quarterly, 17(2), 191-204. Allwright, D. (1988). Observation in the language classroom. New York: Longman. Allwright, D. (1997). Quality and sustainability in teacher-research. TESOL Quarterly, 31(2), 368-370. Allwright, D. (2003). Exploratory practice: Rethinking practitioner research in language teaching. Language Teaching Research, 7, 113–141. Allwright, D. (2005). Developing principles for practitioner research: The case of exploratory practice. Modern Language Journal, 89(3), 353–363. Allwright, D., & Bailey, K.M. (1991). Focus on the classroom: An introduction to classroom research for language teachers. Cambridge: Cambridge University Press. Allwright, D., & Lenzuen, R. (1997). Exploring practice: Work at the Cultura Inglesa, Rio de Janeiro, Brazil. Language Teaching Research, 1(1), 71-79. Allwright, R. L. (1980). Turns, topics, and tasks: Patterns of participation in language learning and teaching. In D. Larsen-Freeman (Ed.), Discourse analyses in second language research (pp. 165–187). Rowley, MA: Newbury House. Appel, J. (1995). Diary of a language teacher. Oxford: Heinemann English Language Teaching. Bailey, K.M. (1983). Some illustrations of Murphy's Law from classroom centered research on language use. TESOL Newsletter, 17(4), August. Reprinted in J.F. Haskell (Ed.), Selected articles from the TESOL Newsletter, 1966-1983 (8185).Washington, DC: TESOL. Bailey, K.M. (1998). Approaches to empirical research in instructional language settings. In H. Byrnes (Ed.), Learning foreign and second languages: Perspectives in research and scholarship (pp. 75-104). New York: Modern Language Association of America. 1 177 Webster St., P.O. Box 220, Monterey, CA 93940 USA Web: www.tirfonline.org / Email: info@tirfonline.org The International Research Foundation for English Language Education Bailey, K.M. (2001). Action research, teacher research, and classroom research in language teaching. In M. Celce-Murcia (Ed.), Teaching English as a second or foreign language (3rd ed.) (pp. 489-498). Boston: Heinle and Heinle. Bailey, K.M. (2005). Looking back down the road: A recent history of language classroom research. Review of Applied Linguistics in China: Issues in Language Learning and Teaching, 1, 6-47. Bailey, K.M., & Nunan, D. (Eds.). (1996). Voices from the language classroom: Qualitative research on language education. New York: Cambridge University Press. Bailey, K.M., Omaggio-Hadley, A., Magnan, S.S., & Swaffer, J. (1991). Research in the 1990’s: Focus on theory building, instructional innovation, and collaboration. Foreign Language Annals, 24(2), 89-100. Bell, J. (1987). Doing your research project. Milton Keynes, England: Open University Press. Beaumont, M., & O’Brien, T. (2000). Collaborative research in second language education. Stoke on Kent: Trentham Books. Benson, P., & Nunan, D. (2005). Learners’ stories: Difference and diversity in language learning. New York: Cambridge University Press. Block, D. (1998). Tale of a language learner. Language Teaching Research, 2(2), 148-176. Borg, S., & Farrell, T. S. C. (2007). (Eds.), Language teacher research in Europe. Alexandria, VA: TESOL. Brock, C. (1986). The effect of referential questions on ESL classroom discourse. TESOL Quarterly, 20(1), 47–58. Brown, J.D. (1988). Understanding research in second language learning: A teacher’s guide to statistics and research design. Cambridge: Cambridge University Press. Brown, J.D. (2001) Using surveys in language programs. Cambridge: Cambridge University Press. Brumfit, C., & Mitchell, R. (1990). The language classroom as a focus for research. In C. Brumfit & R. Mitchell (Eds.), Research in the language classroom: ELT Documents, 133 (pp. 3–15). London: Modern English Publications and British Council. Brumfit, C., & Mitchell, R. (Eds.). (1990). Research in the language classroom: ELT Documents, 133. London: Modern English Publications and British Council. 2 177 Webster St., P.O. Box 220, Monterey, CA 93940 USA Web: www.tirfonline.org / Email: info@tirfonline.org The International Research Foundation for English Language Education Burnaford, G., Fischer, J., & Hobson, D. (1996). Teachers doing research: Practical possibilities. Mahwah, NJ: Erlbaum. Burns, A. (1995). Teacher-researchers: Perspectives on teacher action research and curriculum renewal. In A. Burns and S. Hood (Eds.), Teachers voices: Exploring course design in a changing curriculum (pp. 3-29). Sydney: NCELTR, Macquarie University. Burns, A. (1998). Collaborative action research for English language teachers. Cambridge: Cambridge University Press. Burns, A. (2004). Action research. In E. Hinkel (Ed.), Handbook of research in second language teaching and learning (pp. 241-256). Mahwah, NJ: Lawrence Erlbaum Associates. Burton, J., & Burns, A. (Eds.). (2008) Language teacher research in Australia and New Zealand. Alexandria, VA: TESOL. Canagarajah, A. S. (1993). Critical ethnography of a Sri Lankan classroom: Ambiguities in student opposition to reproduction through ESOL. TESOL Quarterly, 27(4), 601– 625. Carrasco, R. L. (1981). Expanded awareness of student performance: A case study in applied ethnographic monitoring of a bilingual classroom. In H. T. Trueba, G. P. Guthrie, & H. P. Au, (Eds.), Culture and the bilingual classroom: Studies in classroom ethnography (pp. 153–177). Rowley, MA: Newbury House. Chamot, A. U. (1995). The teacher’s voice: Research in your classroom. ERIC/CLL News Bulletin, 19(2), 1, 5. Chaudron, C. (1986). The interaction of quantitative and qualitative approaches to research: A view of the second language classroom. TESOL Quarterly, 20(4), 709-717. Chaudron, C. (1988). Second language classrooms: Research on teaching and learning. Cambridge: Cambridge University Press. Chaudron, C. (2000). Contrasting approaches to classroom research: Qualitative and quantitative analysis of language use and learning. Second Language Studies, 19(1), 1-56. Christison, M.A., & Bassano, S. (1995). Action research: Techniques for collecting data through surveys and interviews. The CATESOL Journal, 8(1), 89-103. 3 177 Webster St., P.O. Box 220, Monterey, CA 93940 USA Web: www.tirfonline.org / Email: info@tirfonline.org The International Research Foundation for English Language Education Coombe, C., & Barlow, L. (Eds.). (2007). Language teacher research in the Middle East. Alexandria, VA: TESOL. Crookes, G. (1993). Action research for second language teaching: Going beyond teacher research. Applied Linguistics, 14, 130-142. Crookes, G. (1998). On the relationship between second and foreign language teachers and research. TESOL Journal, 7(3), 6-11. Cumming, A. (Ed.). (1994). Alternatives in TESOL research: Descriptive, interpretive and ideological orientations. TESOL Quarterly, 28(4), 673-703. Donato, R. (2000). Sociocultural contributions to understand the foreign and second language classroom. In J. P. Lantolf (Ed.), Sociocultural theory and second language learning (pp. 27-50). Oxford: Oxford University press. Dörnyei, Z., & Murphey, T. (2003). Group dynamics in the language classroom. Cambridge: Cambridge University Press. Duff, P.A. (1995). An ethnography of communication in immersion classrooms in Hungary. TESOL Quarterly, 29(3), 505-537. Duff, P.A. (1996). Different languages, different practices: Socialization of discourse competence in dual-language school classrooms in Hungary. In K.M. Bailey & D. Nunan (Eds.), Voices from the language classroom: Qualitative research on language education (pp. 407-443). New York: Cambridge University Press. Duff, P. A. (2008). Case study research in applied linguistics. Mahwah, NJ: Lawrence Erlbaum Associates. Duterte, A. (2000). A teacher’s investigation of her own teaching. Applied Language Learning, 11(1), 99–122. Edge, J., & Richards, K. (Eds.). (1993). Teachers develop teachers research: Papers on classroom research and teacher development. Oxford: Heinemann International. Ellis, R. (1990). Researching classroom language learning. In C. Brumfit and R. Mitchell (Eds.) Research in the language classroom (pp. 54-70). London: Modern English Publications. Fanselow, J. F. (1977). Beyond Rashomon—conceptualizing and describing the teaching act. TESOL Quarterly, 11(1), 17–39. Farrell, T. S. C. (2006). (Ed.), Language teacher research in Asia. Alexandria, VA: TESOL. Freeman, D. (1992). Collaboration: Constructing shared understandings in a second 4 177 Webster St., P.O. Box 220, Monterey, CA 93940 USA Web: www.tirfonline.org / Email: info@tirfonline.org The International Research Foundation for English Language Education language classroom. In D. Nunan (Ed.), Collaborative language learning and teaching (pp. 56–80). Cambridge: Cambridge University Press. Freeman, D. (1996). Redefining the relationship between research and what teachers know. In K. M. Bailey & D. Nunan (Eds.), Voices from the language classroom: Qualitative research on language education (pp. 88–115). New York: Cambridge University Press. Freeman, D. (1998). Doing teacher research: From inquiry to understanding. Boston: Heinle and Heinle. Freeman, D., & Johnson, K.E. (Eds.). (1998). Research and practice in English language teacher education. A special issue of TESOL Quarterly, 32(3). Gaies, S.J. (1983). The investigation of language classroom processes. TESOL Quarterly, 17(2), 205-217. Gass, S., Mackey, A., & Rioss-Feldman, L. (2005). Task based interactions in classroom and laboratory settings. Language Learning, 55, 4, 575-611. Gass, S.L., & Schachter, J. (Eds.). (1996). Second language classroom research: Issues and opportunities. Mahwah, NJ: Lawrence Erlbaum Associates. Gieve, S., & Miller, I. K. (Eds.). (2006). Understanding the language classroom. Basingstoke, Hampshire: Palgrave MacMillan. Grandcolas, B., & Soulé-Susbielles, N. (1986). The analysis of the foreign language classroom. Studies in Second Language Acquisition, 8, 293–308. Grotjahn, R. (1987). On the methodological basis of introspective methods. In C. Færch and G. Kasper (Eds.), Introspection in second language research (pp. 5481). Clevedon, Eng.: Multilingual Matters. Hall, J. K., & Verplaetse, L. S. (2000). Second and foreign language learning through classroom interaction. In J. K. Hall & L. S. Verplaetse (Eds.), Second and foreign language learning through classroom interaction (pp. 1-22). Mahwah, NJ: Lawrence Erlbaum and Associates. Hammersley, M., & Atkinson, P. (1983). Ethnography: Principles in practice. London: Tavistock Publications. Henze, R.C. (1995). Guides for the novice qualitative researcher. TESOL Quarterly, 29(3), 595-599. Hudelson, S.J., & Lindfors, J.W. (1993). Delicate balances: Collaborative research in language education. Urbana, IL: National Council of Teachers of English. 5 177 Webster St., P.O. Box 220, Monterey, CA 93940 USA Web: www.tirfonline.org / Email: info@tirfonline.org The International Research Foundation for English Language Education Johnson, D.M. (1992). Approaches to research in second language learning. New York: Longman. Johnson, K.E. (1998). Teachers understanding teaching. Boston: Heinle & Heinle. Johnson, K.E. (1999). Understanding language teaching: Reasoning in action. Boston: Heinle and Heinle. Kemmis, S., & McTaggart, R. (1988). The action research planner (3rd ed.). Victoria: Deakin University. Kemmis, S., & McTaggart, R. (1989). Action research. IATEFL Newsletter, 102, 2-3. Kincheloe, J.L. (1991). Teachers as researchers: Qualitative inquiry as a path to empowerment. London: The Falmer Press. Kumaravadivelu, B. (1999). Critical classroom discourse analysis. TESOL Quarterly, 33(3), 453-484. Lankshear, C., & Knobel, M. (2004). A handbook for teacher research: From design to implementation. New York: Open University Press. Larsen-Freeman, D. (1996). The changing nature of second language classroom research. In J. Schachter & S. Gass (Eds.), Second language classroom research: Issues and opportunities (pp. 157–170). Mahwah, NJ: Lawrence Erlbaum Associates. Levine, H., Gallimore, R., Weisner, T. S., & Turner, J. L. (1980). Teaching participant observation research methods: A skills-building approach. Anthropology and Education Quarterly, 11(1), 38–45. Liebscher, G., & Dailey-O’Cain, J. (2003). Conversational repair as a role-defining mechanism in classroom interaction. Modern Language Journal, 87(3), 375–390. Long, M. H. (1983). Does second language instruction make a difference? TESOL Quarterly, 17(3), 359–382. Long, M.H. (1980). Inside the 'black box': Methodological issues in research on language teaching and learning. Language Learning, 30(1), 1-42. Reprinted in H.W. Seliger and M.H. Long, (Eds.). (1983), Classroom oriented research in second language acquisition (pp. 3-35). Rowley, MA: Newbury House. Lynch, T., & Maclean, J. (2000). Exploring the benefits of task repetition and recycling for classroom language learning. Language Teaching Research, 4(3), 221–250. 6 177 Webster St., P.O. Box 220, Monterey, CA 93940 USA Web: www.tirfonline.org / Email: info@tirfonline.org The International Research Foundation for English Language Education Mackey, A., & Gass, S.L. (2005) Second language research: Methodology and design. Mahwah, NJ: Lawrence Erlbaum Associates. Markee, N. (1996). Making second language classroom research work. In J. Schachter & S. Gass (Eds.), Second language classroom research: Issues and opportunities (pp. 117–155). Mahwah, NJ: Lawrence Erlbaum Associates. McKay, S. L. (2006). Researching second language classrooms. Mahwah, New Jersey: Lawrence Erlbaum Associates. McGarrell, H. M. (2007). (Ed.). Language teacher research in the Americas. Alexandria, VA: TESOL. Michonska-Stadnik, A., & Szulc-Kurpaska, M. (Eds.). (1997). Action research in the lower Silesia cluster colleges: Developing learner independence. A special edition of Orbis Linguarum. Legnica, Poland: Nauczycielskie Kolegium Jezkw Obcych and the British Council. Mitchell, R. (2009). Current trends in classroom research. in M. H. Long & C. J. Doughty (Eds.), The handbook of language teaching (pp. 675-705). Chichester, UK: Wiley Blackwell. Moskowitz, G. (1976). The classroom interaction of outstanding foreign language teachers. Foreign Language Annals, 9, 125–143 and 146–157. Nunan, D. (1989). Understanding language classrooms: A guide for teacher-initiated action. New York: Prentice Hall. Nunan, D. (1990). Action research in the language classroom. In J. C. Richards and D. Nunan (Eds.), Second language teacher education (pp. 62-81). Cambridge: Cambridge University Press. Nunan, D. (1991). Methods in second language classroom-oriented research. Studies in Second Language Acquisition, 13(2), 249-274. Nunan, D. (1992). Research methods in language learning. Cambridge: Cambridge University Press. Nunan, D. (1993). Action research in language education. In J. Edge and K. Richards (Eds.), Teachers develop teachers research: Papers on classroom research and teacher development (pp. 39-50). Oxford: Heinemann International. Nunan, D. (1997). Developing standards for teacher-research in TESOL. TESOL Quarterly, 31(2), 365-367. 7 177 Webster St., P.O. Box 220, Monterey, CA 93940 USA Web: www.tirfonline.org / Email: info@tirfonline.org The International Research Foundation for English Language Education Nunan, D. (1997). Research, the teacher and classrooms of tomorrow. In G. M. Jacobs (Ed.), Language classrooms of tomorrow: Issues and responses (pp. 183-194). Singapore: SEAMEO Regional Language Center. Nunan, D. (2005). Classroom research. In E. Hinkel (Ed.), Handbook of research in second language teaching and learning (pp. 225-240). Mahwah, NJ: Lawrence Erlbaum Associates. Nunan, D., & Bailey, K.M. (2009). Exploring second language classroom research: A comprehensive guide. Boston: Heinle, Cengage Learning. Perry, F.L. (2005). Research in applied linguistics: Becoming a discerning consumer. Mahwah, NJ. Lawrence Erlbaum Associates. Pica, T. (1997). Second language teaching and research relationships: A North American view. Language Teaching Research, 1(1), 48-72. Pica, T., & Doughty, C. (1985). The role of group work in classroom second language acquisition. Studies in Second Language Acquisition, 7(2), 233–248. Polio, C. (1996). Issues and problems in reporting classroom research. In J. Schachter & S. Gass (Eds.), Second language classroom research: Issues and opportunities (pp. 61– 79). Mahwah, NJ: Lawrence Erlbaum Associates. Richards, K. (2003). Qualitative inquiry in TESOL. Houndsmill, UK: Palgrave, Macmillan. Samway, K.D. (1994). But it's hard to keep fieldnotes while also teaching. TESOL Journal, 4(1), 47-48. Seliger, H.W. (1983). Classroom-centered research in language teaching: Two articles on the state of the art. TESOL Quarterly, 17(2), 189-190. Seliger, H., & Shohamy, E. (1989). Second language research methods. Oxford: Oxford University Press. Spada, N. (1990). Observing classroom behaviours and learning outcomes in different second language classrooms. In J. C. Richards & D. Nunan (Eds.), Second language teacher education (pp. 293–310). Cambridge: Cambridge University Press. Spada, N., & Fröhlich., M. (1995). Communicative Orientation of Language Teaching observation scheme: Coding conventions and applications. Sydney: NCELTR, Macquarie University. Spada, N., Ranta, L., & Lightbown, P. M. (1996). Working with teachers in second language acquisition research. In J. Schachter & S. Gass (Eds.), Second language 8 177 Webster St., P.O. Box 220, Monterey, CA 93940 USA Web: www.tirfonline.org / Email: info@tirfonline.org The International Research Foundation for English Language Education classroom research: Issues and opportunities (pp. 61–79). Mahwah, NJ: Lawrence Erlbaum Associates. Stewart, T. (2006). Teacher-researcher collaboration or teachers’ research? TESOL Quarterly, 40(2), 421–430. Storch, N. (2002). Patterns of interaction in ESL pair work. Language Learning, 52(1), 119–158. Tarone, E.E., Gass, S.M., & Cohen, A.D. (Eds.). (1994). Research methodology in secondlanguage acquisition. Hillsdale, NJ: Lawrence Erlbaum Associates Tsui, A.B.M. (1995). An introduction to classroom interaction. London: Penguin. Ulichny, P. (1996). Performed conversations in an ESL classroom. TESOL Quarterly, 30(4), 739–764. van Lier, L. (1988). The classroom and the language learner: Ethnography and second language classroom research. London: Longman. van Lier, L. (1990). Classroom research in second language acquisition. Annual Review of Applied Linguistics, 10, 73-186. van Lier, L. (1990). Ethnography: Bandaid, bandwagon, or contraband? In C. Brumfit and R. Mitchell (Eds.), Research in the language classroom: ELT Documents, 133 (pp. 33-53). London: Modern English Publications and British Council. van Lier, L. (1992). Not the nine o’clock linguistics class: Investigating contingency grammar. Language Awareness, 1(2), 91-108. van Lier, L. (1994). Action research. Sintagma, 6, 31-37. van Lier, L. (1994). Some features of a theory of practice. TESOL Journal, 4(1), 6-10. van Lier, L. (1994). Forks and hope: Pursuing understanding in different ways. Applied Linguistics, 15, 328-346. van Lier, L. (1998). Constraints and resources in classroom talk: Issues of equality and symmetry. In H. Byrnes (Ed.), Learning foreign and second languages: Perspectives in research and scholarship (pp. 157–182). New York: Modern Language Association of America. Wallace, M.J. (1998). Action research for language teachers. Cambridge: Cambridge University Press. 9 177 Webster St., P.O. Box 220, Monterey, CA 93940 USA Web: www.tirfonline.org / Email: info@tirfonline.org The International Research Foundation for English Language Education Walsh, S. (2006). Investigating classroom discourse. London: Routledge Taylor Francis Group. 10 177 Webster St., P.O. Box 220, Monterey, CA 93940 USA Web: www.tirfonline.org / Email: info@tirfonline.org